Can we uncover the insights students’ have into the potential value of Augmented Reality for learning by casting them as e-Design Artists?
An initial examination of our project documentation suggests the students involved in this project successfully took on the role of an e-Design Artist. They demonstrated a deep level of appreciation for the artworks and created wide ranging, well considered, media rich responses.
The project indicates that students do have insights into the potential of AR for learning.
The students involved in the project perceive that learning with Augmented Reality has the potential to provide:
- Learning opportunities that are both individual and personal. The students shared their belief that AR is an individual technology. It allows the learner to be a part of what you are learning about. Learning with AR can make it real – you’re not just sitting there and watching, you’re actually doing something, not taking notes on how to do it. Moreover, in AR learners can experiment more, make mistakes and redo it, following their own line of inquiry. When learning using AR there is the potential see alternatives, to consider your options and the chance to explore your own choices, not pre-set choices.
- Learning experiences that aren’t offered (or are readily available) in reality. AR can add a layer of accessibility and enjoyment. One example the students discussed was the possibility of doing stuff that you wouldn’t be able to do in a chemistry lab at school like creating virtual explosions or breaking apart igneous rocks, of being able to be in control and have access to a reality where you could cause no real harm. In such a learning environment, the students suggest they might be more inclined to try new things and that they would constantly be imagining new ideas.
- Challenging and authentic design based learning tasks. Designing Augmented Reality auras for the sculpture park at Macquarie University was challenging for our students, however they found that such a challenge makes you want to go in depth. Their creative responses were going to be shared with the public and this was of value to them – we are more excited about our own ideas instead of a textbook answer. Such a task was not like a worksheet where everyone has done it and it’s nothing special. Instead, they were able to think differently and have ‘their’ own perspective. They appreciated when you design and create with AR, you can share it and be proud of it. The students reported that this made them feel that you’re the clever one. They reported that a task such as this is so much more satisfying. One child commented that the AR project has helped me to think deeply about technology.